Corruption In Higher Education Research Articles

Exploring corruption in higher education: A case study of brain drain in North Macedonia

This 2023 study examines how corruption in higher education (HE) informs the brain drain phenomenon in North Macedonia. Through data collected from college-educated students who emigrated from the country, the research uncovers the reasons behind their emigration decision and highlights the high-level nature of corruption within HE. Findings reveal that corruption, along with limited career opportunities and distrust at the systemic level, motivates individuals to seek a better life abroad. The normalization of corruption and a lack of motivation to effect change further contribute to the emigration of highly skilled individuals. The study recommends measures such as establishing integrity units within universities and addressing political party involvement to combat these issues.

Perception of corruption across gender, religion, and socioeconomic status

Corruption is a critical issue for Bangladesh, including corruption in higher education. The present study explored the perception of corruption based on gender, religion, and socioeconomic status with factorial survey research design. One hundred twenty participants were selected by purposive sampling technique from male and female university students aged 20-26 years. All the participants were studying in public and private universities. Personal Information Form (PIF) and Perception of Corruption Scale (PCS) were used for this study. The PCS measured the respondents’ level of perception about corruption consisting of 18 items. One-way analysis of variance and t-test were applied to analyze the data. The result indicates no significant difference in perception of corruption based on gender. In contrast, there is a significant difference in the perception of corruption based on religion, with the Hindus having the lowest perception of corruption. Moreover, there is a significant difference in perception of corruption based on socioeconomic status. Therefore, university students’ perceptions of different corrupt practices need to be addressed.

Corruption and Fraudulent Activities in Higher Education: A Study of Literature

<div><p class="1eAbstract-text"><em>Corruption and other unethical behavior are essential and exciting issues, especially fraud or unethical behavior in universities or higher education</em><em>. Despite of as a barometer of good behavior, the academician becomes a lousy example of corruption and unethical behavior or fraudulent activities. This study aims to review and learn more about corruption or other unethical behavior, especially in higher education institutions. This study examined articles from several journals using search engines, namely Scopus and Google Scholar, Emerald, Springer, and Proquest. A</em><em>bout 20 main articles were </em><em>used in this study to elaborate on terminology of corruption, </em><em>corruption's causes and impact, particularly in higher education. </em><em>The results show that some scholars give some terminology of corruption and </em><em>indicate that corruption is linked to moral, cultural, political, and ideological perspectives, causing harm to governments and citizens. Results show that corruption relates to ideological, moral, cultural, and political perspectives, harming governments and citizens. It is an epidemic that distorts society, the rule of law, democracy, and markets, reduces the quality of life, and hinders the country's growth. It is time to eliminate and prevent corruption and other unethical behavior. </em><em>This study might add</em><em> to the literature on corruption in higher education by explaining the terminology of </em><em>corruption, its cause, and its consequences. In-depth knowledge about corruption and others kind of fraud and unethical behaviors by the students earlier, it is hoped that the number of corruption in Indonesia will decrease</em><em>.</em></p></div>

Students' Perceptions of University Corruption in a Spanish Public University: A Path Analysis.

Most research on corruption in educational settings has focused on a cross-national and macro-level analysis; however, to our knowledge, few papers have sought to explore individual perceptions that explain corruption in higher education. The present research aimed to disentangle students’ predictors of corrupt intention in a Spanish public university. A total of 933 undergraduate, postgraduate, and Ph.D. students filled out an online survey measuring four corruption scenarios: favoritism, bribery, fraud, and embezzlement. Path analysis (PA) revealed that justifiability, risk perception, and perceived prevalence of corruption were significant factors in predicting corrupt intention. Moreover, willingness to report a corrupt act was predicted by corrupt intention, justifiability, and risk perception. Corrupt behavior is a complex phenomenon explained not only by peers’ behavior, but also by their individual justifications and perception of risk. Education is not free of corruption, and universities must address this urgent problem in order to avoid future economic, societal, and ethical problems.

Corruption in Higher Education

The research is aimed at studying the opinion of university students on corruption in higher education. Researchers give ambiguous assessments of the nature of corruption in higher education, therefore, the purpose of the work is to determine the nature of corruption, the causes of its reproduction, as well as factors that, according to students, can reduce its level based on the study of students’ opinions on corruption in higher education. The methodological basis of the research was the works of leading foreign and Russian scientists. The study was conducted using general scientific methods, such as system analysis, questionnaires, generalization and systematization, and comparisons. The results of student survey (N=400) and 12 individual semi-structured interviews of students of the Ural State University of Economics and St. Petersburg State University collected in 2021 constitute an empirical base. It was found that the majority of university students have a superficial understanding of the essence of corruption and tend to tolerate it. The majority of students did not participate in corruption relations, but a third of respondents consider it as a means suitable for solving private problems. According to the students, the factors that have the greatest impact on the reproduction of corruption relations at university are the low level of remuneration of teachers, the low moral level of teachers and staff, as well as the lack of proper administrative control. The greatest impact on reducing corruption in higher education, in the opinion of the students, are the factors of increasing responsibility for corruption offenses, raising teachers’ salaries and strengthening administrative control at the university.

THE PROCESS OF ASSESSING CORRUPTION RISK IN HIGHER EDUCATION

All government anti-corruption reforms in education are aimed at ensuring the rights and interests of citizens to receive a quality education. With the development of modern public administration and the rapid increase in the number of professions in the private sector, the fight against corruption in higher education is becoming increasingly important. The use of preventive methods in the fight against corruption is widespread in the world, and the use of this area in education provides high efficiency. Corruption risk assessment is one of the most common, integrated preventive methods in the fight against corruption. To this end, the article provides a scientific analysis of the concepts of “corruption risk assessment”, “procedure”, “methods”, and “stages” in higher education, and explains these concepts.

OLIY TА’LIM SOHАSIDА KORRUPSIYAVIY HUQUQBUZАRLIK SHАKLLАRI, TАSNIFI VА O‘ZIGА XOS XUSUSIYATLАRI

In recent years, the country has undergone significant organizational and legal reforms in the fight against corruption. Measures are being systematically taken to raise the legal awareness and culture of the population, to form an uncompromising attitude towards corruption in society. All anti-corruption reforms carried out by the state are carried out in the interests of citizens. Particular attention is paid to the training of independent, competitive personnel with high moral and ethical qualities through intensive anti-corruption activities in the field of education. With the rapid growth of professions in modern public administration and the private sector, the growing demand for qualified personnel and the use of mature personnel are critical to achieving positive results, which increases the relevance of the fight against corruption in higher education. Due to the lack of scientific literature on combating corruption in higher education and the lack of research in this area, special attention should be paid to theoretical concepts of corruption in this area. The article provides a scientific analysis of the concepts of “forms”, “classification” and specific “signs” of corruption offenses in the field of higher education and defines these concepts.

Book review of "Corruption in Higher Education: Global Challenges and Responses"

Book review of "Corruption in Higher Education: Global Challenges and Responses"

A Perception-based Investigation on Corruption in Higher Education: Evidence from the Republic of Moldova

The study sheds light on the phenomenon of corruption in the Republic of Moldova's Higher Education System. It provides tangible evidence that corruption in the university environment isn't a merely unfounded rumor but a sad reality, sometimes challenging to capture and even more difficult to change. The research, exploratory in its nature, has thoroughly examined and analyzed the perceptions of the main education actors directly involved in the academic processes in order to discover the extent and the different facets of educational corruption and provide recommendations for preventing and opposing the phenomenon.To empirically understand the roots and dimensions of corruption in Moldova's higher education, the adopted methodology was based on two approaches: qualitative and quantitative.The qualitative part of the study, representing as well the preparatory basis for the quantitative approach, was conducted in two stages combining individual interviews and focus groups with the participation of the main educational stakeholders, namely: professors, students, and administrative officials. The quantitative phase included a broad survey based on three questionnaires executed on a sample of 671 respondents. The sample was composed of professors, students, and administrative personnel. The survey results show that for the three categories of actors directly involved in university life, corruption is a common phenomenon, seriously harming the image of the Moldovan universities and endangering the processes of human capital formation. The causes of corruption find their roots in the ineffective human and procedural management within the Higher Education system, Moldovan culture, and various educational actors' behaviors.

EXTERNAL EVALUATION OF THE QUALITY OF EDUCATION AS A TOOL OF DEVELOPING A COMPETITIVE EDUCATIONAL ENVIRONMENT AND A FACTOR OF THE NATIONAL ECONOMY GROWTH

The article is devoted to a brief description of the external evaluation process of the quality of education as a tool to increase the level of socio-economic development of the state. Prerequisites for admission of entrants to higher education institutions and the main challenges facing university quality assurance systems are presented. The description of the external independent evaluation results showed the level of entrants who have the opportunity to continue their education in higher education institutions. A short description of the demographic situation and its consequences for applicants’ potential contingent in higher education institutions is given. Simultaneously, an important factor that provokes the improvement of tools for assessing the quality of education is the current state of socio-economic development of the state and the urgent task of raising its level. The evaluation of the educational program’s quality must be carried out during the external audit – accreditation of the educational program by the National Agency for Higher Education Quality Assurance or international or domestic independent agencies. The article describes the algorithm of external evaluation of the quality of the educational program (accreditation), proposals for the work of experts during the accreditation examination, identifies the factors influencing the external evaluation of the quality of the educational program on the development of the national economy. The main elements of the Code of Expert Honor, developed within the project "New accreditation system as a means of quality assurance and overcoming corruption in higher education in Ukraine" are presented. The SMART approach is used to assess the educational program’s purpose to ensure a socio-economic impact on the labor market .

Ability to learn as a basis for academic virtue in higher schools of Ukraine

In terms of globalization of modern society, the problem of academic virtue is becoming increasingly important. The rapid expansion of technology and free access to intellectual property products facilitate the use and dissemination of information. At the same time the processes of borrowing, appropriation and using other people's ideas and thoughts also gain great momentum. The purpose of the research is to study the problem of formation of academic virtue in the higher education system of Ukraine. Academic virtue today has become not just a matter of education, it is a national need. The methodological approach is based on a synthesis of viewpoints existing in modern pedagogical research, in which considerable attention is paid to issues of quality of higher education because without quality education it is impossible to train a full-fledged professional, competitive on the current labor market. In this research, modern scientists and teachers justify theoretically the problem of skill learning as the basis of academic virtue in institutions of higher education of Ukraine. The result of scientific work. The authors came to the conclusion that no matter how much we talk about internal and external academic motivation, no matter how much we call for the fight against corruption in higher education, appeals or punitive measures, we will not be able to achieve the desired result without the academic virtue. The ability to learn as the basis of academic virtues in institutions of higher education in Ukraine firstly depends on the learning process organization, quality of educational infrastructure, qualities of students, i.e. their ability to learn and their motivational readiness to the educational process; quality assessment and evaluation of the learning process results, i.e., their transparency and objectivity. The practical significance is that the authors propose to solve the problem by introducing the course of the discipline "Rules and laws of studying in higher schools" in the educational process of higher schools of Ukraine starting with the first semester.

LOCAL ACTS OF UNIVERSITIES AS A MEANS OF COMBATING CORRUPTION

The purpose of the article is to analyze such a relatively new legal means of combating corruption as codes of ethics. The authors note the harm caused by corruption in higher education; they point out that such harm is cumulative. It is noted that currently the legislation is not limited to combating corruption in public authorities. The anti-corruption law since 2012 defines the obligation of each organization to take measures to combat corruption and take the necessary measures to do so. The authors conclude that more and more attention is being paid to the proper performance of this duty by organizations. At the same time, the mechanism for implementing provisions of ethical codes is closely intertwined with other anti-corruption tools used by universities. It is also noted that the provisions contained in the ethical codes lose their nature and grow into legal norms.

Of Worms and woodpeckers: governance & corruption in East and Southeast Asian higher education

ABSTRACT The topic of governance is much discussed in the higher education literature. Corruption is less discussed, and mostly in general and cautionary terms. Yet there are important relations between the two. The current article critically examines the literature on governance in higher education and underlines the relationship to forms of corruption in the field. While much literature on corruption in education outlines regulatory practices, or Codes of Practice to limit its reach, the current analysis both reviews types of corruption in higher education, and illustrates them with actual examples from several systems of higher education in East and South East Asia. While corrupt practices in higher education are by no means unique to the region, (indeed examples can be found worldwide, in virtually every system), most rank poorly on conventional measures of transparency. The article advances our understanding of the complex and dynamic relationship between corruption and governance in higher education, in what is arguably the most dynamic world region.

Perceptions of Corruption in Higher Education among Alumni of the Leading Russian Universities

The article analyzes current trends in the study of corruption in the higher education system in Russia and Western countries. Classifications of corruption abuse, the structure of corruption indicators in universities, problems of studying attitudes towards corruption in the higher education system and the reflection of abuse in the media are discussed. The results of a survey of graduates of seven leading Russian universities for the period from September 2019 to January 30, 2020 are presented. Using the authors’ questionnaire, 1,468 graduates of 2013 and 2018 were interviewed. An additional task was also performed to compare anti-corruption materials on the websites of seven leading Russian universities. The results of the survey indicate the positive dynamics of students’ perceptions of corruption offenses in the direction of decreasing their frequency, which, along with site analysis data, indicates a systematic work that has been carried out in each of the universities over the past years. The authors note the need for greater awareness among university students and teachers about the various situations of corruption, as well as the creation of a feedback about the possible cases of abuse in the university environment that is safe for an applicant.

Determinants of Students’ Willingness to Engage in Corruption in an Academic Setting: an Empirical Study

Corruption in higher education has raised concern among governments, citizens, and the education community worldwide. However, few papers have sought to explore the students’ willingness to engage in corrupt practices at the university level. The present study aimed to examine the influence of different corrupt behaviours and perceived corruption among peers on the corrupt intention of university students. 120 undergraduate students participated in a quasi-experimental design divided in 3 treatments (control, low-corruption acceptance, high-corruption acceptance) to rate their willingness to engage in favouritism and embezzlement behaviours. Results pointed out that students were more prone to committing a non-monetary behaviour favouritism– than a monetary behaviour –embezzlement–. Furthermore, there were not significant differences between the groups of control and high-corruption acceptance; while only the group of low-corruption acceptance showed significant lower rates when compared to the control and the high-corruption acceptance’s group. Practical recommendations need to address students’ perceptions of different corrupt practices, focusing on designing ethical training programmes aimed to raise awareness on the negative consequences of non-monetary activities. Future research directions could generate empirical support to prove if students are able to recognize the underlying mechanisms of subtle corrupt practices.

Battling Academic Corruption in Higher Education: Does External Quality Assurance (EQA) Offer a Ray of Hope?

The post-1980s changes in the global higher education landscape have triggered a burgeoning of incidents of academic corruption in higher education institutions. Since 2000, the discourse on how to combat academic corruption has gained traction in higher education and quality assurance is advanced as one of the strategies for fighting corruption in higher education. In 2016, UNESCO (and the Council for Higher Education Accreditation) issued a “wakeup call” to quality assurance systems to take up a leading role in the battle against academic corruption. However, a dearth of empirical and conceptual studies on how the quality assurance systems, in general, and external quality assurance systems, in particular, can take up a leading role in the crusade against academic corruption exists. This conceptual paper, using the crime-punishment model as an analytical lens, explores how the national quality assurance agencies (and systems) can exercise the leadership role in combating academic corruption. The paper advances the setting of academic integrity standards, institutional and programme accreditation, accreditation of academic journals, sharing information and promoting whistleblowing, monitoring of institutions, applying sanctions, and ranking of higher education institutions on the basis of integrity indicators as options that are available to quality assurance agencies in the exercise of their leadership role in combating academic corruption. These approaches are hypothesised to create both incentives and disincentives for the institutions and staff in connection with engaging in academic corruption. Nevertheless, the paper takes cognisance of the fact that external quality assurance is necessary but not sufficient in combating corruption at the level of the academy.

Higher education community documents available to academic community aiming at increasing academic integrity literacy and preventing corruption of Lithuania

Abstract. Recently, academic integrity literacy and anti-corruption issues have become very topical in education system. Lithuanian domestic and foreign policy is interested in reducing corruption in order to improve Lithuania's international image in all sectors. Research conducted in recent years lacks the anti-corruption theme of public education and the image of impunity is relevant. In the education system, corruption takes many forms and dimensions [37]. In all cases, corruption challenges the quality of education and thus the socio-economic development of the society.The research aim was to analyse documents available to higher education communities aimed at enhancing academic integrity literacy and prevent possible manifestations of corruption in higher education systems. The objectives of the research: to analyse documents which are available to higher education communities and related to academic integrity literacy, to assess the documents visibility and accessibility to the academic community and the public, to establish if the available documents were analysed and examined by the academic community members. Analysis of recent research and publications. Academic integrity literacy and preventing corruption in higher education is a growing topic in educational research. I. Silova, M. Johnson, S. Heyneman (2007), E. Denisova-Schmidt (2016), highlights more how corruption affects the efficiency of the economy. R. Bikulciute and R. Mrazauskaitethe (2013) excluded the problems of academic integrity literacy. N.L. Rumyantseva (2005) represented the taxonomy of corruption in the higher education system. A.L. Osipian (2008), S. Tanaka(2001) G. Mohamedbhai (2015) and others, wrote the manifestations of hidden and open corruption or corruption forms.Research methodology. Aiming at analysing the documents available to higher education communities to enhance academic integrity literacy and prevent possible corruption in the higher education system, analysis of these documents was carried out. Also, their visibility and accessibility to the academic community and the public was assessed. Quantitative research with students and teachers was used to establish how well the academic community members knew the aforementioned available documents.Conclusion. On their websites, higher education institutions publish all documents that regulate their activities including studies, which allows to prevent or partially reduce the existence of not only visible corruption but also hidden forms of corruption. As a preventive measure in higher education, members should be made more aware of the code of ethics and internal rules of work. However, various forms, such as thematic training, seminars or surveys, should be used systematically to fight corruption.

The Ethical Underpinnings of World Class Universities

The public benefits of higher education have long been recognized. Higher education contributes to the public consensus; it transmits knowledge and attitudes toward the role of the citizen; and it may model good behavior in the face of controversy and sometimes intellectual acrimony. Great universities, perform these functions very well. This is among the reasons why attention has been paid to the characteristics of world class universities [1–3] as well as to the threats to university quality in the form of corruption in higher education. Attention has focused on the definition of corruption, the degree to which corruption occurs, and its economic impact [4–7]. This paper combines these lines of scholarship and explores the degree to which world class universities exhibit ethical qualities. The study defines ‘ethics’ in the management of a university. This includes mission statements which mention ethical issues, transparency in governance and fiscal affairs, codes of conduct for faculty, administrators and students, procedures for adjudication of infractions, and other elements. It then proposes a rating for the ethical infrastructure elements. Universities have been divided into two groups. First are universities listed on the Times Higher Education Supplement (THES) international ranking. The second are random samples of universities in countries which use English, Korean, Japanese, Georgian, Chinese, and Russian languages as the medium of instruction. The paper poses three questions. First, how common is it for internationally-ranked universities to exhibit ethical char-acteristics on their websites? The answer is unambiguous: 98 % of the world class universities have established an ethical infrastructure of some kind. Second, which areas of the world are more likely to have universities which exhibit a depth of ethical infrastructure elements on their websites? In terms of countries, the most comprehensive ethics infrastructure can be found in Britain, the U.S., and Japan. Lastly, what is the relationship between the level of international ranking and the depth of ethical ingredients? The strength of the relationship is weak, suggesting that the depth of ethnical infrastructure is not an important determinant of ranking. However given the fact that virtually all ranked THES universities, across 40 counties, mentioned ethical infrastructure elements, suggests that having an ethical infrastructure is an important ingredient associated with other elements in a university’s reputation.

On the Control Over the Risks of Corruption in Higher Education

On the Control Over the Risks of Corruption in Higher Education

From the Ordinary to Corruption in Higher Education

Major environmental changes and recurring pressures have made universities in the United States that educate health care professionals vulnerable to corruption. Based on the experiences of one large, state-supported university, this essay argues that, in adapting to pressures, universities rely on the ordinary structures and processes characteristic of large formal organizations. Hierarchy becomes an opening to corruption when it is associated with low levels of transparency, a culture of deference that discourages questioning, and the absence of countervailing centers of authority. Where the need for resources is great and access is uncertain, these can become incentives to ensure access through corrupt means. Embeddedness opens opportunities for misconduct by fostering relations based on narrow loyalties. The ordinariness of the pathways to corruption in higher education can obscure timely recognition of misconduct even by members working in affected organizations. But, once recognized, it is also possible to find equally ordinary solutions.